Teacher Strategies, Socioeconomic Disparities and Reading Proficiency Levels Among Elementary Pupils

This study investigated the relationship among teacher strategies, socioeconomic disparities, and reading proficiency levels among elementary pupils in selected public schools in District 1A and District V during School Year 2025–2026. A quantitative correlational research design was employed. The respondents consisted of 135 Grades 4 to 6 teachers selected through complete enumeration. Data were collected using a pilot-tested survey instrument measuring teacher strategies and perceived socioeconomic disparities, while pupils’ reading proficiency levels were based on Phil-IRI classifications (frustration, instructional, independent). Descriptive statistics and Pearson Product–Moment Correlation were used for analysis. Results revealed that a substantial number of pupils were classified at the frustration level, indicating persistent foundational literacy challenges. Economic and material disparities, attendance and participation barriers, and psychosocial and motivational disparities were perceived to be present at low to moderate levels, suggesting underlying structural constraints that may affect learning. Teacher strategies were implemented at a high to very high extent across instructional, socio-emotional, and collaborative dimensions. Correlation analysis showed that no significant relationship exists between teacher strategies and pupils’ reading proficiency levels, while a significant negative relationship was found between socioeconomic disparities and reading proficiency. This indicates that increased levels of social disparities are associated with lower reading proficiency, whereas variations in teacher strategies do not demonstrate a measurable direct relationship with reading outcomes. The study concludes that while teachers actively implement supportive instructional practices, pupils’ reading proficiency is more strongly associated with their socioeconomic conditions. These findings highlight the need for equity-driven, system-level interventions that address economic, attendance-related, and psychosocial barriers, alongside sustained classroom-based literacy support.